PECULIARITIES OF MASTERING LANGUAGE MATERIAL BY CHILDREN WITH DOWN SYNDROME

Abstract

The article reveals peculiarities of language learning by children with Down syndrome. Children with Down’s syndrome frequently have speech and language impairments although the nature of their language learning difficulties can differ substantially between individuals. Both hearing loss and delayed development contribute to language learning. Children show specific strengths in receptive vocabulary. Sign and gesture can support vocabulary learning and visual scaffolds support language learning. Enhanced verbal environments help to develop verbal abilities. While understanding precedes expressive ability for all children, this balance is frequently larger than usual and is sometimes vast, which in some cases leads to children’s understanding and other abilities being underestimated. Individuals are likely to have difficulty expressing their thoughts and feelings. Most learners have significant speech, language and communication needs throughout childhood. Activities to support the full range of speech, language and communication needs that individual children experience should be directed by a speech and language therapist. The script of the workshop of the same name for philology teachers, which can be conducted in extra-curricular time in the system of postgraduate education, has been worked out.